Gendered and sexed geographies of/in a graduate classroom

Fa vint anys que les geògrafes feministes i radicals vam alentar membres de la disciplina a introduir críticament qüestions de gènere i sexualitat en la recerca, la vida acadèmica i la classe. Les classes, com a espais geogràfics, estan determinades pel gènere, la classe social i el sexe en formes particulars dins les relacions de poder. A través de la pedagogia feminista contemporània en geografia, faig una reflexió crítica d’una situació inesperada que va sorgir en un curs sobre temes de justícia social en una universitat nord-americana. En els treballs de curs, els comentaris de l’alumnat reflectien unes expectatives generitzades i sexualitzades particulars que sorgien, en part, del tipus de classe i del contingut del curs. En aquest article, hi examino com les meves experiències en aquest curs il·lustren que els intents de generitzar, sexualitzar i «alternativitzar» la classe de geografia han topat amb èxits i contratemps que reflecteixen unes circumstàncies històriques i de context particulars.Hace veinte años que las geógrafas feministas y radicales alentamos a miembros de la disciplina a introducir críticamente cuestiones de género y sexualidad en la investigación, la vida académica y la clase. Las clases, como espacios geográficos, están determinadas por el género, la clase social y el sexo en formas particulares dentro de las relaciones de poder. A través de la pedagogía feminista contemporánea en geografía, hago una reflexión crítica de una situación inesperada que surgió en un curso sobre temas de justicia social en una universidad de América del Norte. En los trabajos de curso, los comentarios del alumnado reflejaban unas expectativas generizadas y sexualizadas particulares que surgían, en parte, del tipo de clase y del contenido del curso. En este artículo, examino como mis experiencias en este curso ilustran que los intentos de generizar, sexualizar y «alternativizar» la clase de geografía han tenido éxitos y fracasos que reflejan unas circunstancias históricas y de contexto particulares.Over 20 years ago, feminist and radical geographers urged members of the discipline to critically engage with questions of gender and sexuality in our research, in academic life and in the classroom. Classrooms, as geographical spaces are gendered, classed and sexualized in particular ways within power relations. Drawing on contemporary feminist pedagogies in geography, I critically reflect on an unexpected situation that arose in a North American Graduate course on social justice issues. In written course evaluations, student comments reflected a particularly gendered and sexualised set of expectations that stemmed, in part, from the nature of the classroom setting and the course content. In this paper, I examine how my experiences in this course illustrate that attempts to «gender», «sex» and «queer» the geography classroom have met with successes and setbacks that reflect particular historical and contextual circumstances

Recovering the gay village : a comparative historical geography of urban change and planning in Toronto and Sydney

This chapter argues that the historical geographies of Toronto’s Church and Wellesley Street district and Sydney’s Oxford Street gay villages are important in understanding ongoing contemporary transformations in both locations. LGBT and queer communities as well as mainstream interests argue that these gay villages are in some form of “decline” for various social, political, and economic reasons. Given their similar histories and geographies, our analysis considers howthese historical geographies have both enabled and constrained how the respective gay villages respond to these challenges, opening up and closing down particular possibilities for alternative (and relational) geographies. While there are a number of ways to consider these historical geographies, we focus on three factors for analysis: post- World War II planning policies, the emergence of “city of neighborhoods” discourses, and the positioning of gay villages within neoliberal processes of commodification and consumerism. We conclude that these distinctive historical geographies offer a cogent set of understandings by providing suggestive explanations for how Toronto’s and Sydney’s gendered and sexual landscapes are being reorganized in distinctive ways, and offer some wider implications for urban planning and policy

Technology in the work of Jack Kerouac and William S. Burroughs

This thesis explores the use and significance of technologies of representation in the work of Jack Kerouac (1922-1969) and William S. Burroughs (1914-1997), particularly in relation to the development of ideas of free and improvisatory expression in the 1950s. More specifically it focuses on the role played by the technologies of the typewriter and tape recorder in the textual production of key works of each writer and how these technologies are also thematically important in their exploration of the topics of individual creativity and freedom in relation to social and technological control. It also examines the centrality of epistolary practice in the creative process. The focus on these technologies will allow the thesis to develop from this base into a wider exploration of many of the key themes of Kerouac’s and Burroughs’ work, placing them within a context of wider debates and concerns over the power of mass media and technology among contemporary social commentators as well as writers of the Beat generation. The thesis is broadly divided into two sections, with the first half concentrating on Kerouac and the second half on Burroughs. Chapter one explores Kerouac’s writing practices in an analysis of the scroll draft of On The Road. Chapter two examines Kerouac’s representation of a variety of media including the printed word and radio in Doctor Sax. In chapter three, I look at Kerouac’s spontaneous prose method in an analysis of The Subterraneans. Chapter four concentrates specifically on Kerouac’s experimentation with the tape recorder in Visions of Cody. Chapter five focuses on framing Burroughs’ Junky and Queer in terms of cybernetics. In chapter six I present an analysis of Naked Lunch, looking at the techniques that Burroughs uses to disrupt the traditional narrative form, and in chapter seven I look at Burroughs’ cut-up method by examining his Nova trilogy: The Soft Machine, The Ticket That Exploded, and Nova Express

Identifying a sufficient core group for trachoma transmission.

BackgroundIn many infectious diseases, a core group of individuals plays a disproportionate role in transmission. If these individuals were effectively prevented from transmitting infection, for example with a perfect vaccine, then the disease would disappear in the remainder of the community. No vaccine has yet proven effective against the ocular strains of chlamydia that cause trachoma. However, repeated treatment with oral azithromycin may be able to prevent individuals from effectively transmitting trachoma.Methodology/principal findingsHere we assess several methods for identifying a core group for trachoma, assuming varying degrees of knowledge about the transmission process. We determine the minimal core group from a completely specified model, fitted to results from a large Ethiopian trial. We compare this benchmark to a core group that could actually be identified from information available to trachoma programs. For example, determined from the rate of return of infection in a community after mass treatments, or from the equilibrium prevalence of infection.Conclusions/significanceSufficient groups are relatively easy for programs to identify, but will likely be larger than the theoretical minimum

Technology in the work of Jack Kerouac and William S. Burroughs

This thesis explores the use and significance of technologies of representation in the work of Jack Kerouac (1922-1969) and William S. Burroughs (1914-1997), particularly in relation to the development of ideas of free and improvisatory expression in the 1950s. More specifically it focuses on the role played by the technologies of the typewriter and tape recorder in the textual production of key works of each writer and how these technologies are also thematically important in their exploration of the topics of individual creativity and freedom in relation to social and technological control. It also examines the centrality of epistolary practice in the creative process. The focus on these technologies will allow the thesis to develop from this base into a wider exploration of many of the key themes of Kerouac’s and Burroughs’ work, placing them within a context of wider debates and concerns over the power of mass media and technology among contemporary social commentators as well as writers of the Beat generation. The thesis is broadly divided into two sections, with the first half concentrating on Kerouac and the second half on Burroughs. Chapter one explores Kerouac’s writing practices in an analysis of the scroll draft of On The Road. Chapter two examines Kerouac’s representation of a variety of media including the printed word and radio in Doctor Sax. In chapter three, I look at Kerouac’s spontaneous prose method in an analysis of The Subterraneans. Chapter four concentrates specifically on Kerouac’s experimentation with the tape recorder in Visions of Cody. Chapter five focuses on framing Burroughs’ Junky and Queer in terms of cybernetics. In chapter six I present an analysis of Naked Lunch, looking at the techniques that Burroughs uses to disrupt the traditional narrative form, and in chapter seven I look at Burroughs’ cut-up method by examining his Nova trilogy: The Soft Machine, The Ticket That Exploded, and Nova Express

Take AIM and Keep Your Students Engaged

This paper outlines the benefits to distance education teachers of formatting a weekly online newsletter in accordance with motivational learning theory. It reflects on the delivery of weekly AIM newsletters to undergraduate economics students at the Open Polytechnic of New Zealand via Moodle. The acronym, AIM, stands for Academic content, Information for the course and Motivation—three critical elements required to meet the challenges of effective course facilitation. The AIM newsletter integrates all three of these key components in one easy-to-use product. The object of AIM is to keep students engaged in economics and reduce the perceived distance from distance education. This article discusses the context, underpinning theory, practicalities, and the way forward for AIM

Take AIM and Keep Your Students Engaged

This paper outlines the benefits to distance education teachers of formatting a weekly online newsletter in accordance with motivational learning theory. It reflects on the delivery of weekly AIM newsletters to undergraduate economics students at the Open Polytechnic of New Zealand via Moodle. The acronym, AIM, stands for Academic content, Information for the course and Motivation—three critical elements required to meet the challenges of effective course facilitation. The AIM newsletter integrates all three of these key components in one easy-to-use product. The object of AIM is to keep students engaged in economics and reduce the perceived distance from distance education. This article discusses the context, underpinning theory, practicalities, and the way forward for AIM

Teaching, Engaging, and Motivating Learners Online Through Weekly, Tailored, and Relevant Communication

Engaging and motivating learners to successfully complete their studies are crucial elements for the success of distance educators around the world. The researchers’ AIM newsletter, which is formatted in accordance with motivational learning theory, has been delivered to first-year learners in economics at Open Polytechnic of New Zealand from 2010 to 2022. AIM is an acronym for Academic content, Information for the course, and Motivation— three critical elements that are required to meet the challenges of effective online course facilitation. This paper uses Keller’s IMMS to evaluate the learner’s perspective of the AIM newsletter. Results show that learners consider AIM newsletter attracts the learner’s attention and provides relevant links between theory and current world examples, linking the learner’s own experiences, increasing their confidence in the course, and providing overall satisfaction with the learning experience. In essence, AIM newsletter provides an effective and efficient method of delivering and motivating learners throughout their studies

Assessing ocean acidification impacts on the reef building properties of crustose coralline algae

Crustose coralline algae (CCA), and in particular Porolithon onkodes, play an important reef-building role in modern tropical coral reefs. CCA form thick crusts of Mg-calcite and grow over corals and loose substrate to bind these together. This binding and cementing process is fundamental to the development of structural reefs that are capable of withstanding the high-energy waves in the shallow to inter-tidal areas of the reef. As anthropogenic CO2 emissions continue to increase, the oceans absorb part of this extra CO2 and become more acidic, a process known as Ocean Acidification (OA). There are concerns that OA will have a negative affect on the reef-building capacity of coral reef organisms, in particular on CCA. This is because Mg-calcite is meta-stable and more susceptible to dissolution than aragonite, the mineral used by corals to build skeletons. The goal of this thesis work was to firstly understand the physical and mechanical properties that enable the CCA to cement the reef and withstand damage from high-energy waves, bioerosion and chemical dissolution. Secondly, to anticipate how OA may interfere with these reef-building properties. These goals were pursued by setting clear aims with associated specific objectives designed to elucidate information relevant to these questions. Methods were developed for X-ray diffraction to identify the mineral composition of CCA. Nanoindentation was investigated as a tool for determining the mechanical properties of CCA and the measurement of fracture toughness was found to return physically meaningful information relevant to structural reef development. Study of CCA calcification showed that cell wall Mg-calcite exhibited radial crystal morphology in agreement with published studies on temperate species. However, high-resolution imaging showed the radial crystals were made of banded stacked sub-micron grains within an organic framework. Dolomite was found not only as cell lining by submicron rhombs, but also as the primary calcification of hypothallial cell walls. Dolomite is shown to be resistant to bacterial erosion. A model is developed whereby it is proposed that dolomite formation is dependent on polysaccharide accumulation. Using nanoindentation, P. onkodes are found to be extraordinarily tough, on par with the measured fracture toughness for metamorphic minerals quartz and corundum. The fracture toughness is enabled by the presence of dolomite cell lining. Contrary to the literature, bacterial erosion is found to be a constructive, not destructive, process. A survey of P. onkodes from Heron Island fore reef and reef flat showed that dolomite was present in all the fore reef crusts but none of the reef flat crusts. The reef flat crusts did not have fracture resistance except where remineralised. The presence of dolomite cell lining was shown to decrease skeletal dissolution rates by an order of magnitude. OA experiments showed that skeletal dissolution rates increased with elevated pCO2, but dolomite continued to confer resistance to dissolution. pCO2 levels did not affect the skeletal Mg content or dolomite formation in living CCA. Of concern, and in agreement with the literature, bacterial erosion is accelerated under a combination of elevated pCO2 and temperatures, suggesting this may be the main threat to CCA reef-building in the future. The experimental findings were corroborated by results of a field survey along a natural pCO2 gradient. In summary, dolomite was found to be an essential component of modern reef development via its contribution to enabling CCA P. onkodes thick crust development and persistence. Reef building by CCA P. onkodes is likely to continue as pCO2 rises up until a tipping point is reached whereby bacterial erosion switches from constructive to destructive